A mapping review on student learning experiences in innovative mathematics courses within engineering education

This mapping review examines innovative mathematics courses in engineering education, defined as courses using student-centred approaches through novel pedagogical or technological designs. Following PRISMA guidelines, we analysed 92 empirical studies published 2013–2025 to examine (RQ1) the distribution of pedagogical approaches and instructional designs, (RQ2) the distribution of technological tools and digital environments, and (RQ3) reported patterns of student learning experience. Identified innovations include pedagogical approaches such as active, problem-based and challenge-based learning and flipped classrooms, and technologies such as visualisation tools, VR/AR and AI-based assistants. Through deductive thematic analysis, reported impacts were organised into four dimensions of student learning experience: conceptual understanding, professional skills, affective outcomes and learning environment. The review identifies gaps concerning the long-term impact of innovative approaches and the role of emerging technologies such as AI, and offers practical suggestions for designing mathematics courses that combine authentic engineering problems with pedagogical innovation.